Based On The Three-level Analytical Model Of Teaching Behavior,a Research On The Theory Answering Behavior Of High School Geography Classroom Teachers

The 2017 edition of Geography Curriculum Standards for Senior High Schools summarizes the advantages and disadvantages of curriculum reform since the 21st century,and fully draws on the valuable experiences of international curriculum reform.The new curriculum concept emphasizes the communication between teachers and students in the classroom,especially in the form of "asking questions" and "answering questions".In the process of solving problems,teachers constantly guide students to master the thinking mode of solving problems in their own disciplines,so as to achieve the effect of one thing against the other.The teacher's behavior of giving feedback to students after asking questions is the teacher's reasoning and answering behavior.As geography is a comprehensive subject,in high school geography class,teachers pay special attention to cultivating students'comprehensive thinking in the form of question-and-answer.Especially in the process of answering,teachers should pay attention to guiding students to integrate regional,elemental,and other factors,so as to enable students to correctly understand and master geography.Therefore,in geography teaching,teachers*reasoning and answering behavior is very important.This essay chooses high-quality classes of Xiangyang No.4 Middle School in Hunan Province as case for analysis.Using Professor Chen Shi's three-level analysis model of teaching behavior,this essay makes a shallow-to-deep observation,recording and analysis,and summarizes the natural state of reasoning and answering behavior,in order to arouse the attention of front-line geography teachers to classroom reasoning and answering behavior.The three-level analytical model of teaching behavior integrates the advantages of four perspectives of instructors,lecturers,students and class researchers,to ensures the quality and demonstration of the analysis.This essay is mainly divided into five parts.The first chapter is the introduction,which mainly introduces the background,research significance,research status and research methodologies of the three-level analytical model of reasoning and teaching behavior.The second chapter defines the core concepts of high school geography reasoning and answering behavior,puts forward the types of reasoning and answering behavior research,and introduces the theoretical basis,analysis process and classroom observation of the three-level analytical model of teaching behavior.The third chapter is the core part of the essay,that is,studying the reasoning and answering behavior through the three-level analytical model of teaching behavior,thus to analyze the advantages and disadvantages of reasoning and answering behavior in the case.The fourth chapter proposes the suggestions for the development of the high school geography teacher's reasoning and answering behavior based on the analysis of the third chapter.The fifth chapter is conclusion.By using the three-level analytical model of teaching behavior,it is found that high school geography teachers are able to achieve a considerable level of reasoning and answering,such as teachers' active application of reasoning and answering in class;proficiency in the application of reasoning and answering;the combination of verbal and non-verbal reasoning and answering and so on.However,in the process of analysis,it is also found that there are some problems existed in teachers' reasoning and answering behavior,such as unreasonable answering time arrangement,inadequate depth control of reasoning and answering,frequent reasoning and answering with little actual effect,and the role of reasoning and answering in promoting students' thinking is not ideal.Aiming at the problems existing in teachers'reasoning and answering behavior in high school geography classes,this essay puts forward some suggestions for improving teachers' reasoning and answering behavior.Firstly,teachers should arrange time reasonably to improve the efficiency of reasoning and answering,highlight developmental reasoning and answering to extend the depth of thinking,condense the form of reasoning and answering to improve the quality.In addition,this essay puts forward some enlightenments on the implementation of the reasoning and answering behavior based on the advantages of the sample lessons.Teachers should think highly of teaching reflection,improving the ability of reasoning and answering,correctly selecting and rationally using non-verbal reasoning and answering,thus to reflect the diversity of reasoning and answering,and to promote educational equity.Secondly,teachers can also review their own videos of teaching,By following the steps of this essay,and the three-level analytical model of teaching behavior,they can deeply reflect themselves,and then carry out targeted training.Lastly,the education department should also strengthen the training of teachers' reasoning and answering behavior to promote their professional development.